Identifying Key Social Persuasive Elements to Enhance Teachers' Technology Self-Efficacy: A Nominal Group Technique Approach

Abstract

Technological advancements necessitate educators to effectively integrate digital tools in teaching, heavily influenced by their self-efficacy beliefs. This study focuses on identifying and examining key social persuasive elements that enhance teachers' technology integration self-efficacy (TTISE) through a structured Nominal Group Technique (NGT) approach. Previous studies have underscored the influence of social persuasive strategies, including peer modelling, verbal persuasion, and shared experiences, on enhancing TTISE. The objective of this study is to determine the most influential social persuasive elements that can fortify TTISE among teachers, aiming to provide actionable insights for educational leaders and policy-makers. Utilizing the NGT, this research engaged seven experts in a structured consensus-building process online. Participants identified, discussed, and ranked key strategies based on their potential impact on TTISE. The findings reveal that constructive feedback and leadership encouragement are paramount in enhancing TTISE. These elements were followed by peer support networks and professional development, all recognized for their critical roles in fostering a collaborative and supportive teaching environment. The study highlights the importance of recognizing and celebrating teachers’ technological achievements to further motivate and reinforce positive integration behaviors. The findings suggest that a supportive environment fostered through social persuasion is essential for enabling teachers to successfully integrate technology in their pedagogical practices, thereby advancing educational innovation. As, the conclusion, effective social persuasion, encompassing feedback, encouragement, collaboration, and recognition, significantly boosts TTISE. This enhances teachers' willingness and ability to incorporate technology into their pedagogical practices, essential for educational advancements in the digital age. Future research should explore long-term impacts of these strategies and their adaptability across different educational contexts